یادگیری تلفیقی برای دوره های غیرآتلیه ای : تجارب دانشجویی معماری داخلی

Despite these huge efforts in university teaching and learning, still the fact remains that in design education context students have difficulty in being motivated and self-directed in non-studio courses. Thus, the study analyzed the effectiveness of a blended learning to contribute design students’ engagement with non-studio courses. It also investigated how blended learning could develop a responsive and social learning environment, while increasing the quality and flexibility of educational content of the delivered module. Semi-structured interviews and focus group discussions were used to obtain data on students’ attitudes. The results revealed that the computer-mediated learning influenced positively student ability to integrate module knowledge to design studios and improvement of academic outcomes.